Private schools and student learning achievements in Kenya

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Show simple item record Wamalwa, Fredrick Burns, Justine 2017-03-30T11:36:37Z 2017-03-30T11:36:37Z 2017-04
dc.identifier.citation Wamalwa., F.M, Burns, J. (2017). Private Schools and Student Learning Achievements in Kenya. Version 2. Cape Town: SALDRU, UCT. (SALDRU Working Paper Number 202)
dc.identifier.isbn 978-1-928281-63-4
dc.description.abstract This paper examines the effect of private schools on literacy (language) and numeracy (maths) skill acquisition among children drawn from lower primary grades in Kenya. We use a comprehensive household survey data that allows us to apply a number of econometric techniques to deal with the challenge of the endogeneity of private school choice. We begin with the OLS as a baseline model. We then estimate the village and household fixed effects (FE) models that control for unobservables at the village and household levels, respectively. We supplement the OLS and FE models with the propensity score matching (PSM) technique. We find positive and signi cant private school effect throughout all these methodologies. However, assessing the impact of omitted variable bias on the estimated coefficient of private schools by use of recent techniques, we find that the estimated bias in household FE is quite small in magnitude relative to the bias based on other estimation techniques. Since (private) schooling decision is made at the household level, it is likely that a substantial part of the unobservable component is pertaining to the household. en_US
dc.description.sponsorship This work is funded by the African Economic Research Consortium (AERC). en_US
dc.language.iso en en_US
dc.relation.ispartofseries SALDRU Working Paper;202
dc.subject Private schools en_US
dc.subject Student learning achievements en_US
dc.subject Kenya en_US
dc.title Private schools and student learning achievements in Kenya en_US
dc.type Working Paper en_US

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